Changing teaching and learning relationships through collaborative action research: learning to ask different questions

Abstract

The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom‐focused action research investigated the limits and possibilities of pupils' and teachers' learning through self‐evaluation. In phase one the teacher researchers used questionnaires, interviews and observations of pupils in first, middle and combined schools to assess their responses to writing. These responses resulted in new understandings of the ways in which pupils learned, and formed an evidence base for the development and implementation of new teaching and learning strategies. In phase two the teachers carried out research in each other's schools, in order to evaluate the effectiveness of these strategies from the pupils' perspectives. Initial results suggest improved pupil motivation, confidence and self‐knowledge and a greater use of evidence‐based strategies by teachers. The article provides an example of sustained cross‐school action research which promotes teacher and pupil learning; and demonstrates how listening to pupils' voices changed teachers and learners, and teaching and learning relationships in the classroom.

Notes

1. A SIG is a group of teachers leading the school research.

2. SATs are a national system of testing.

3. Key Stage 1—pupils aged 5–7

Key Stage 2—pupils aged 7–11

Key Stage 3—pupils aged 11–14

Key Stage 4—pupils aged 14–16